Sustaining pupil engagement in literacy lessons

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What factors were associated with off and on-task behaviour?

The researchers looked for six factors that previous research has shown are linked to high pupil involvement in literacy:

pupil choice;
appropriate challenge;
pupil control;
peer collaboration;
construction of meaning; and
positive consequences.

They found that in classrooms with a high degree of off-task behaviour (25% of the time or more), all or most of these factors were absent. The researchers’ findings indicated that teachers who actively engage pupils with learning give their pupils:

choice – they allow pupils to select the tasks and texts that they are interested in and find personally relevant;
appropriate challenge – they provide appropriately tailored tasks which ‘scaffold’ (provide support and structure for pupils’ learning which is gradually withdrawn) pupils’ learning and which show pupils their capabilities without frustrating them, (such as guided reading sessions);
control over their learning – they enable pupils to share in the decision making process, and encourage pupils to set their own goals and take responsibility for their own development;
opportunities for peer collaboration – they encourage social interaction that enables pupils to learn from one another and support each other’s learning;
activities to help them to construct meaning – they help pupils to make sense of what they are learning (for example, using texts to solve problems, entertain and inform); and
positive consequences – they help pupils believe in their ability to be successful (for example, through activities such as discussions about books where everyone’s opinion is valid, rather than textbook exercises in which answers are either right or wrong).

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What factors were associated with off and on-task behaviour? What kind of tasks and activities disengaged pupils? How did lessons involving closed tasks affect pupils? How was the study designed? Implications Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Sustaining pupil engagement in literacy lessons This digest found in English Behaviour Send to a friend Word doc 60KB Printer friendly Collate for later What factors were associated with off and on-task behaviour? The researchers looked for six factors that previous research has shown are linked to high pupil involvement in literacy: pupil choice; appropriate challenge; pupil control; peer collaboration; construction of meaning; and positive consequences. They found that in classrooms with a high degree of off-task behaviour (25% of the time or more), all or most of these factors were absent. The researchers’ findings indicated that teachers who actively engage pupils with learning give their pupils: choice – they allow pupils to select the tasks and texts that they are interested in and find personally relevant; appropriate challenge – they provide appropriately tailored tasks which ‘scaffold’ (provide support and structure for pupils’ learning which is gradually withdrawn) pupils’ learning and which show pupils their capabilities without frustrating them, (such as guided reading sessions); control over their learning – they enable pupils to share in the decision making process, and encourage pupils to set their own goals and take responsibility for their own development; opportunities for peer collaboration – they encourage social interaction that enables pupils to learn from one another and support each other’s learning; activities to help them to construct meaning – they help pupils to make sense of what they are learning (for example, using texts to solve problems, entertain and inform); and positive consequences – they help pupils believe in their ability to be successful (for example, through activities such as discussions about books where everyone’s opinion is valid, rather than textbook exercises in which answers are either right or wrong).